Percents Unit Math 7

Student Teaching Case Study

Mayra Roman
College of Saint Mary
Spring 2016

Table of Contents
Section1ContextualFactors
Section2LearningObjectivesandOutcomes
Section3DescriptionofAssessmentPlan
Section4DesignforInstruction
o
o
o
o

Percent,Decimal,andFractionConversionLP
ComparingandOrderingPercents,Decimals,&FractionsLP
PercentProblems:PercentEquationLP
PercentProblems:PercentofChangeLP

Section5InstructionalDecisionMaking
Section6AnalysisofStudentLearning
Section7ReflectionandSelfEvaluation

Section 1 Contextual Factors

Description of school context

o The middle school I am student teaching at has a student population of
approximately 870. By gender the school is split up very closely fifty-fifty.
Approximately 17.6% of students are placed in special education and 89.8% of
students are residents of the area. Only 5.38% of the students are ELL learners.
When it comes to ethnicity about 72.3% of students are white, 15% are Hispanic
or Latino, 5.38% are Black or African American, 3.89% are two or more races,
and less than one percent are either Native Hawaiian or American Indian. About
48% of students at the middle school have free or reduced lunch.
Description of class context
o The 7th grade math period I am focusing this case study on is made up of a wide
range of different ability learners. In total there are twenty-four students in this
class. One of these students currently has an IEP and another is in the process of
being tested to possibly be put on an IEP plan. At the school that I am at they have
a program that supports students with behavioral problems. The students placed
on this program have behavioral issues in that they tend to act out and give the
teacher attitude, but the acting out is not necessarily because of a learning
disability. The coordinator of this program has weekly meetings with the teachers
of the students on this program to discuss their progress. From what I can tell this
program is very important among the school. In the class that I am focusing on
there is currently one student on this behavioral program. At this school they also
highly focus on cooperative learning and how to make it work in the classroom.
One way in which they do this is by collecting Scholastic Math Inventory (SMI)
scores, for math classes, and grouping students together heterogeneously. This
allows lower ability and higher ability learners to benefit from each other while in
class. In this class there are no students with advanced SMI scores. There are two
students with average SMI scores, seven with basic scores, and seven with below
basic scores. So, in this class there is a pretty wide range of different ability
learners. The students with below basic scores are placed in intervention or guided
practice classes. Those who are in guided practice receive additional support in
their regular math class, and those in intervention receive additional help on
fraction computations. Currently, there are two students in both guided practice
and intervention and two in just intervention. Other important descriptions of the
class include two students who recently moved out of interventions, a student that
is constantly absent, and three new students, one from Germany and another from
Mississippi, and lastly a student with verbal/articulation problems.
Implications these factors may have on instructional planning
o One thing I must always keep in mind as a teacher is to always have high
expectations for all students no matter their situation. This doesn't mean having
the same expectations for all students, but rather having high expectations while
still taking into consideration that every student is different. Taking into
consideration the two bullet points above it is important to always differentiate
and make accommodations for those students that need it. For students that have

IEPs it is important to work with the special education teacher and find ways to
better teach those students depending on their needs. Based on students interests it
is important to use as examples things students are interested in during instruction
or class, so that students are interested in their learning. When assigning
homework that requires extra resources, like a computer, it important to have back
up plans for students who may not have the resources at home to do their
homework. When it comes to different ability learners I plan on doing what my
cooperating teacher does, which is group students into heterogeneous groups. I
believe this is greatly beneficial to the lower ability students because they get to
learn from the higher ability students, and the higher ability students also benefit
from talking about what they know or learned. Another aspect I will have to
consider when planning instruction and assigning homework is having different
level of homework assignments. This way each students is assigned the type of
homework that is better suited to their ability. Lastly, since all students are
different I have to allow time to meet one-on-one with students in order to better
understand how students are doing in the classroom and to make sure students are
meeting learning goals they have set for themselves.

Section 2 Learning Objectives and Outcomes

The learning objectives I chose for this case study I believe are important because not only are
they important for the students future education, but they are also objectives that cover concepts
people carry out in their everyday lives very frequently. Percents is an important subject in
school, because like mentioned before the concept is used in everyday life. Percents are used in
the real world to compare things, when shopping, or when making large investments in things
like a car or house. This is another reason why previous knowledge also plays a huge part in
reaching these learning objectives. State pre-requisite knowledge that is needed in order to meet
these goals is knowledge of fractions and percents. Students must understand the relationship
between rational numbers, which include percents, fractions, and decimals. This means that
students understand that percents can be written as both fractions and decimals. From previous
learning students should know how to convert between fractions and decimals, how to change
between improper fractions and mixed numbers, and how to find least common denominators
and multiples. All of this is knowledge students should have attained and mastered from the
previous unit. Understanding these concepts will allow students to master this unit on percents.

Summary Chart of Objectives/Outcomes and Assessment Links

State learning goals/outcomes for the
unit (must be worded as appropriate
learning outcomes) the total number
will vary

List the NE state standards that

connect
to
the
unit
learning
outcomes
across
from
the
appropriate outcome

The students will demonstrate application MA S 07.1.1a

of percents by changing percents into
Show equivalence among
fractions and decimals and by describing
decimals, and percent.
the steps they take to do this.

fractions,

The students will demonstrate knowledge MA S 07.1.1b

of percents by comparing percents,
Compare and order rational numbers (e.g.,
decimals, and fractions and correctly listing
fractions, decimals, percents).
rational numbers in order from least to
greatest.
The students will demonstrate analysis of MA S 07.1.3.c
percents by deducing and using knowledge
Solve problems involving percent of
of percents to effectively answer problems
numbers (e.g., percent of, % increase, %
that involve percent of numbers.
decrease).

Section 3 Description of Assessment Plan

Summary Chart of Assessment Objectives
Learning
Objective

Objective #1

Assessment

Pre-assessment

Assessment Format

Differentiations

Pre-Test: In the pre-test

there are six questions that
cover this objective since
it is the one mostly
covered in the NeSA
exam. Also, it is the
concept that some
students might already be
familiar with.

Since, this exam is not

graded all students were
given the same
opportunity when taking
it. It was just used for the
teacher and my
knowledge of what the
students may already
know. We did allow time

at the end to go over

answers and review any
answers we could without
actually teaching the
concepts.
Formative
Assessment

Quiz: The students will

be given a quiz at the end
of this topic to see if they
met the objective. The
quiz is set up in three
levels, level one being the
easiest. If they get all
questions right on level 1
they get a 100%. The
other levels are more
challenging, but can be
used to bring up students
grades.
Homework, Class Work,
Exit Ticket: These three
types of formative
assessments are used
throughout the lessons to
know if students are
understanding the new
material or need more
practice.

Summative

Unit Assessment: The

unit assessment is school
wide. The school requires

The quiz is set up into

levels so that both lower
level and higher level
learners are challenged.
Reteaching: Students that
score below a certain
grade are retaught the
topic, while other
students work on critical
thinking activities or
worksheets.
Make corrections:
Students that would like
to make corrections on
their quiz after being
retaught are allowed for a
better grade.
- Applies to all
assessments: Students in
intervention get more
one-on-one with a teacher
for reteaching and
making corrections. Also,
kids in intervention get
more practice on what
they are learning in their
regular math class. These
are the kids that score low
on the Scholastic Math
Assessment (SMI).
Reteaching: The students
that score below a certain
grade are retaught,

Objective #2

all 7th grade math

teachers to administer the
same unit exam to their
students.

however since its a unit

exam they are not
allowed to make
corrections.

Pre-assessment

Pre-Test: In the pre-test

there are two questions
that cover this objective.
This is based on the
amount of NeSA
questions that might cover
this objective.

Since, this exam is not

graded all students were
given the same
opportunity when taking
it. It was just used for the
teacher and my
knowledge of what the
students may already
know. We did allow time
at the end to go over
answers and review any
answers we could without
actually teaching the
concepts.

Formative
Assessment

Quiz: The students will

be given a quiz at the end
of this topic to see if they
met the objective. The
quiz is set up in three
levels, level one being the
easiest. If they get all
questions right on level 1
they get a 100%. The
other levels are more
challenging, but can be
used to bring up students
grades.

The quiz is set up into

levels so that both lower
level and higher level
learners are challenged.

Homework, Class Work:

These two types of
formative assessments are
used throughout the
lessons to know if
students are understanding
the new material or need
more practice.

Reteaching: Students that

score below a certain
grade are retaught the
topic, while other
students work on critical
thinking activities or
worksheets.
Make corrections:
Students that would like
to make corrections on
their quiz after being
retaught are allowed for a
better grade.

Objective #3

Summative

Unit Assessment: The

unit assessment is school
wide. The school requires
all 7th grade math
teachers to administer the
same unit exam to their
students.

Reteaching: The students

that score below a certain
grade are retaught,
however since its a unit
exam they are not
allowed to make
corrections.

Pre-assessment

Pre-Test: In the pre-test

there are four questions
that cover this objective.
This is based on the
amount of NeSA
questions that might cover
this objective.

Since, this exam is not

graded all students were
given the same
opportunity when taking
it. It was just used for the
teacher and my
knowledge of what the
students may already
know. We did allow time
at the end to go over
answers and review any
answers we could without
actually teaching the
concepts.

Formative
Assessment

Quiz: The students will

be given a quiz at the end
of this topic to see if they
met the objective. The
quiz is set up in three
levels, level one being the
easiest. If they get all
questions right on level 1
they get a 100%. The
other levels are more
challenging, but can be
used bring up students
grades.

The quiz is set up into

levels so that both lower
level and higher level
learners are challenged.

Homework, Class Work:

These two types of
formative assessments are
used throughout the
lessons to know if

Reteaching: Students that

score below a certain
grade are retaught the
topic, while other
students work on critical
thinking activities or
worksheets.
Make corrections:
Students that would like
to make corrections on
their quiz after being
retaught are allowed for a
better grade.

students are understanding

the new material or need
more practice.
Summative

Unit Assessment: The

unit assessment is school
wide. The school requires
all 7th grade math
teachers to administer the
same unit exam to their
students.

Reteaching: The students

that score below a certain
grade are retaught,
however since its a unit
exam they are not
allowed to make
corrections.

Section 4 Design for Instruction

College of Saint Mary
Lesson Plan Format with Lesson Reflection
LESSON/ACTIVITY INFORMATION
Title: Percent, Decimal, and Fraction Conversion
Your name:
Mayra Roman

Age or Grade Level:

7th Grade

Integrated
Disciplines/Subjects:
Math 7

Time frame for

Lesson:
3 Days

STANDARDS, OBJECTIVES, ASSESSMENTS & MATERIALS

Nebraska State Standards; Nebraska Early Learning Guidelines, Nebraska Fine Arts Standards and
ISTE Standards (as appropriate for the lesson):

MA S 07.1.1a : Show equivalence among fractions, decimals, and percents

Objectives:
1. The students will demonstrate application of percents by changing percents into fractions and
decimals and by describing the steps they take to do this.
2. The students will demonstrate application of percent conversion by working together with a partner
and correctly converting percents and fractions in a Rally Coach activity.
3. The students will demonstrate comprehension of percent conversion by practicing how to convert
percents and fractions by rotating to two stations.
4. The students will demonstrate analysis of percent conversions by completing a foldable as a class
that shows examples and step by step instructions on how to convert between percents, decimals,
and fractions.

Assessment: Aligned with above objectives.

1. Percent Mastery Check 1 (Quiz)
2. Rally Coach Worksheet/ Homework pages: pg. 451 # 3-15 odd
3.
4.

Sage & Scribe Worksheet/ Showdown Activity/ Exit Ticket

Percents, Decimals, and Fractions Table - Homework (worksheet)

Materials:
warm-up sheet, textbook, homework and in class worksheets, smart board notes file, foldable
template, notes templates, whiteboards, markers, erasers

LESSON PROCEDURES
Anticipatory Set:
At the beginning of the lesson I will explain or demonstrate to the students how this concept can be
used in real life. This will be used as a way to hook the students and show them how the topic is
relevant.

The teacher will involve as many students as possible by using different means of teaching throughout
the lesson. There will be a small lecture, group work, and individual work.
At the beginning of the lesson the teacher will inform the students of the goal/objective of the lesson,
and at the end of class period the teacher will explain to them how they met or still need to work on
meeting the objective.
Input/Modeling/Guided Practice/Check for Understanding:
Teacher will do:
Day 1: Go over/ review NeSA warm up with
students.
Introduce the lesson by stating the objective and
the new topic Converting between percents and
fractions). Hand out notes template and ask
students to write their name on it.
Introduce the concept of converting between
percents and fractions. Have students follow
along with the notes that are on the smart board
file.
Ask the students questions along the way and let
students ask questions.
Questions teacher could ask: Can a percent be
over 100?
What would a percent over 100 look like as a
fraction?
Why do we change the numerator of a fraction
before converting it into a percent?
Also, relate the concept to real life examples. For
example, explain that a fraction could represent
the number of questions correct out of the total
and how to convert that into a percent grade.
During notes complete example problems by the

Student will do:

Day 1: Students will come into class and begin their
warm up. They will also use this time to read the agenda
for today and write the homework in their planners.
The students will participate in going over the warm-up.
All the students should be listening while the class goes
over the warm up answers together.
Next, the students quietly get prepared to begin taking
notes.
During the time the teacher is lecturing the students
should be listening and writing down notes.
When the teacher asks for student participation, then the
students should all be ready to participate.
During the lecture students should also be asking
questions if they do not understand something.
Possible questions they could ask:
Can a percent be more than 100?
What would a percent over 100 look like as a fraction?
Why is percent always a number out of 100?
After notes are completed, students should quietly get
ready for the Rally Coach activity.
They should listen to the instruction and ask questions if
they need any clarifying.
During the Rally Coach activity students should be

teacher first solving and explaining, then doing it

as a class, and finally the students doing it on
their own. (I do, we do, you do)
After completing the notes transition into the
Rally Coach activity.
Have a smart board file that clearly states the
intructions for the activity and the expectations
the students must follow for the activity.
The teacher can give an example of how it looks
to correctly participate in a Rally Coach activity.
While the students are working the teacher will
walk around to monitor how students are doing
and help those that are struggling.
Last 5 minutes of class: wrap up the day by
assigning and explaining the homework
(textbook page).
Day 2: Review/ go over NeSA warm up.
Introduce the lesson by stating the objective and
giving an overview of what is planned for the
day (practice converting between percents and
fractions).
Start the lesson by explaining that we will be
working in stations.
Explain the rules and expectations of the two
stations (Sage & Scribe and Showdown), and
then explain the expectations of the day.
Give/show examples of how each student should
be participating in the two stations.
For the rest of the class period walk around and
monitor the student's progress and help those that
are struggling.
Last 10 minutes of class clarify any specific
problems in the activities a majority of the
students were struggling on.
Last 5 minutes of class wrap up the class period
and pass out the exit tickets.
Collect exit tickets at the end of class while
students walk out the door.
Day 3: Go over/ review NeSA warm up with
students.
Introduce the lesson by stating the objective and
the new topic (Converting between percents and
decimals). Hand out notes template and ask
students to write their name on it.
Introduce the concept of converting between
percents and decimals. Have students follow
along with the notes that are on the smart board
file.
Ask students questions along the way and let
students ask questions.

working together with their partner. Students should be

on task the majority, if not, the whole time.
If students have a question they need to ask their partner
first, then someone else at the table, and finally the
teacher if they were not able to get help from someone
else.
The last 5 minutes of class the students should be ready
to wrap up the activity and listen to the final class
announcements.
Day 2: Students will come into class and begin their
warm up. They will also use this time to read the agenda
for today and write the homework in their planners.
The students will participate in going over the warm-up.
All the students should be listening while the class goes
over the warm up answers together.
Next, the students quietly get prepared to move on to the
activity for the day.
First, the students must listen to the instructions and
expectations for the activities. If they need any
clarifications they should ask during this time.
At the Sage & Scribe station Student A should tell
Students B what to write and why, while Student B
should listen and write. These roles should alternate for
every question.
At the Showdown station students must work
independently and then discuss answers as a team when
everyone is ready.
The last 10 minutes of class should be used to wrap up
the lesson for the day and to answer any problems from
the activities that might have been difficult for the
majority of the students.
Day 3: Students will come into class and begin their
warm up. They will also use this time to read the agenda
for today and write the homework in their planners.
The students will participate in going over the warm-up.
All the students should be listening while the class goes
over the warm up answers together.
Next, the students quietly get prepared to begin taking
notes
During the time the teacher is lecturing the students
should be listening and writing down notes.
When the teacher asks for student participation, then the
students should all be ready to participate.
During the lecture students should also be asking
questions if they do not understand something.
Possible questions they could ask:
Why do we move the decimal two places to the left or
right when converting percents and decimals?
Why is it important to know how to convert between a
percent and decimal?

Questions teacher could ask: What two things

can we do to convert percents and decimals?
What happens to the decimal when we divide by
100 or multiply by 100?
Why is it important to know how to convert
between percents and decimals?
When might you use this outside of school?
Also, relate the concept to real life examples. For
example, explain that this might be helpful when
you want to convert your grade into a percent.
During notes complete example problems by the
teacher first solving and explaining, then doing it
as a class, and finally the students doing it on
their own. (I do, we do, you do)
After completing the notes transition into the
next part of the lesson, which is completing the
foldable as a class.
The smart board file will have the information
that is on the foldable template.
First thing the teacher should do is explain how
to fold and cut the foldable appropriately.
As a class discuss what information needs to
written on the foldable.
Answer the examples that are on the foldable
together as a class.
Last 5 minutes of class: wrap up the day by
explaining that the foldable is a helpful tool that
should be used for the homework, and that it will
be allowed to be used on any quizzes. The,
assign and explain homework.

After notes are completed, students should quietly get

ready for the next part of the lesson.
They should listen to the instructions and ask questions
if they need any clarifying.
It is very important that students listen and complete
their foldable, so that they have it available for their
quiz.
During this time it is also important that students are
participating and being active listeners.
If a students still does not understand how to convert
between percents, decimals, and fractions this would be
the best time to ask questions before moving on to the
next concept.
The last 5 minutes of class the students should be ready
to wrap up the activity and listen to the final class
announcements.

Closure:
The closure for this lesson is the foldable since its a review of the last three days. On the last day of the
lesson the teacher will ask the students how confident they feel about converting between percents and
fractions and between percents and decimals. The students will respond with thumbs up/thumbs down.
Differentiation:
Higher Ability Learners: The teacher will prepare higher-level problems for the students who are quick
learners. Or, the teacher will have these students help the other students who are still struggling.

Lower Ability Learners: The teacher will work individually with these students in order to provide them
more help, or the teacher will have the students that are ahead help those that need extra help.
Students on IEP: The teacher will make sure to give students on an IEP the accommodation or
modifications they are allowed. This could be extra time to complete assignments or tests, or by
providing them with a calculator.
References:
Cooperating Teacher
Online teacher websites

McDougal Littell: Math Course 2 (textbook)

LESSON ANALYSIS
Review all of the previous sections of your lesson plan and
complete item in the following section prior to teaching your lesson.
Content Knowledge:
This lesson addresses the standard that requires students to understand and be able to apply
equivalences among percents, fractions, and decimals. In this lesson the students will learn the concepts
and will be required to apply them.
Teaching Methods/Strategies:
Gradual Release of Responsibility: This strategy helps to shift the responsibility of student learning
from the teacher to the students.
Representing to Learn: This strategy gives students another means of remembering the content in the
long run. By having students talk about what they learned they are retaining the information better.
Collaborative Activity: The students will collaborate together throughout this lesson and help each other
learn the material. This will help the students be better independent learners.
Classroom Workshop: Just like collaborative activities this strategy gives the students the ability to be
more independent and in control of their learning.

REFLECTION
During the lecturing part of this lesson plan I noticed that a lot of the students were not participating when
they were asked a question. After the lesson my cooperating teacher mentioned that the class I taught this
lesson tends to be very quiet and not participate much. So, she advised me to select students to participate
sometimes because it is something that is needed in that class. Overall, the lecturing part of this lesson went
well. During the days that students took notes they were assigned homework as a formative assessment. On
day one they were also given an exit ticket that my cooperating teacher and I looked over to see the students
understanding. On the second day of this lesson where we had stations most of the students worked great
together. The only issue was that we had to ask a few kids to work on the activity. Ive noticed that in middle
school youll have many students not want to even attempt an assignment that is being worked on in class.
One thing I know I need to improve on is planning ahead the questions I want to ask students during lecture
or how I am going to connect a concept to real life.

College of Saint Mary

Lesson Plan Format with Lesson Reflection
LESSON/ACTIVITY INFORMATION
Title: Comparing and Ordering Percents, Decimals, and Fractions
Your name:
Mayra Roman

Age or Grade Level:

7th Grade

Integrated
Disciplines/Subjects:
Math 7

Time frame for

Lesson:
2 class periods

STANDARDS, OBJECTIVES, ASSESSMENTS & MATERIALS

Nebraska State Standards; Nebraska Early Learning Guidelines, Nebraska Fine Arts Standards and
ISTE Standards (as appropriate for the lesson):

MA S 07.1.1a : Show equivalence among fractions, decimals, and percents

MA S 07.1.3.c: Solve problems involving percent of numbers (e.g., fractions, decimals, percents).
Objectives:
1. The students will demonstrate knowledge of percents by comparing percents, decimals, and
fractions and correctly listing rational numbers in order from least to greatest.
2. The students will be able to apply their knowledge of percent, decimal, and fraction conversion by
actively participating in a Showdown and Math Card War activity with their table teams.
3. Students will demonstrate comprehension of percents, decimals, and fractions by answering at least
80% of questions correctly on a quiz.
Assessment:
Aligned with objectives above:
1. & 2. In class work (Showdown and Math Card War Activity) and homework (pg. 451 #49-53 all).
3. Triple Review Activity results, and Mastery Check Review Homework Worksheet.
Materials:
warm-up sheets, textbook, homework and in class worksheets, smart board notes file, whiteboards, markers,
erasers, Triple Play cards

LESSON PROCEDURES
Anticipatory Set:
At the beginning of the lesson I will explain or demonstrate to the students how this concept can be
used in real life. This will be used as a way to hook the students and show them how the topic is
relevant.

The teacher will involve as many students as possible by using different means of teaching throughout
the lesson. There will be a small lecture, group work, and individual work.
At the beginning of the lesson the teacher will inform the students of the goal/objective of the lesson,
and at the end of class period the teacher will explain to them how they met or still need to work on
meeting the objective.

Input/Modeling/Guided Practice/Check for Understanding:

Teacher will do:
Day 1: Go over/ review NeSA warm up with
students.
Introduce the lesson by stating the objective and
an overview of todays agenda.
The teacher should allow students time to
transition and get ready for the activity. During
this time the teacher should get the smart board
file ready that will explain how the stations are set
up.

Student will do:

Day 1: Students will come into class and begin their
warm up. They will also use this time to read the
agenda for today and write the homework in their
planners.
The students will participate in going over the warmup. All the students should be listening while the class
goes over the warm up answers together.
The students should quietly prepare to get started on
the activities planned for the day.

First the teacher will explain the instructions and

expectations for the Showdown activity.
Then, the teacher will explain the instructions and
expectations for the Math Card War activity.
The teacher will ask students if they need any
clarification over what they are doing.
Next, the teacher will ask for assistance in passing
out the materials so that the students can get
started.
Finally, the teacher will walk around the room and
monitor the student's progress and help those that
are struggling.
The last 5 minutes of class will be used to wrap up
the lesson and to explain and assign the
homework.
Day 2: Go over/ review NeSA warm up with
students.
Introduce the lesson by stating the objective and
that the activity for the day is Triple Play, and it
will be used to review for the quiz.
The teacher should get ready to explain the
activity by switching the smart board file from the
warm up to the instructions for the activity.
Since, this is a new activity (Triple Play) for the
students the teacher should be clear about the
rules and expectations.
Next, the teacher will be in charge of reading the
questions and the time students are allowed for
every question.
While students on working on the question the
teacher should walk around and help those that are
struggling.
If it is necessary the teacher should discuss the
question with the whole class.
The last 5 minutes of class should be used to wrap
up the lesson activity and to explain and assign
review worksheet for homework.

The students need to listen to the instructions and

expectations of the two station activities.
During the activities it is important that students follow
the rules and work together as teams or partners.
It is also important that students clarify answers with
the teacher before moving on to the next question or
station.
The last 5 minutes of class should be used to pack up
and pick up the stations, and hear about the homework
assignment.
Day 2: Students will come into class and begin their
warm up. They will also use this time to read the
agenda for today and write the homework in their
planners.
The students will participate in going over the warmup. All the students should be listening while the class
goes over the warm up answers together.
After the warm up the students should quietly get ready
to start the Mastery Check review activity.
The students should listen to the teacher explain the
instructions and expectations. This would be the best
time to ask any questions the students might have about
the activity.
During the activity the students should be working as a
team during the Triple Play activity.
It is important that all students participate and answer
the question and discuss it as a team.
It is important that students ask questions during the
review activity since it is supposed to prepare them for
the quiz.
The last 5 minutes of class should be used to pack up
and pick up the materials used during the activity. Also,
the students should listen to the explanation over the
Mastery Check review worksheet that is homework.

Closure: Can be whole group review or opportunities for individual responses.

As a way to wrap up the lesson the students will be asked by the teacher if they feel confident they
understood the lesson by asking them to show with their hands either one through three. One being
confident and three meaning not confident at all.
Differentiation:
Higher Ability Learners: The teacher will prepare higher-level problems for the students who are quick
learners. Or, the teacher will have these students help the other students who are still struggling.

Lower Ability Learners: The teacher will work individually with these students in order to provide them
more help, or the teacher will have the students that are ahead help those that need extra help.

Students on IEP: The teacher will make sure to give students on an IEP the accommodation or
modifications they are allowed. This could be extra time to complete assignments or tests, or by
providing them with a calculator.
References:
Cooperating Teacher
Online teacher websites
McDougal Littell: Math Course 2 (textbook)

LESSON ANALYSIS
Review all of the previous sections of your lesson plan and
complete item in the following section prior to teaching your lesson.
Content Knowledge:
This lesson covers the standard that requires students to be able to compare and order rational numbers.
Students are required to use what they learned in the previous lesson to be able to compare and order
rational numbers. They are required to apply this concept by participating in two activities that require
ordering and comparing rational numbers.
Teaching Methods/Strategies:
Gradual Release of Responsibility: This strategy helps to shift the responsibility of student learning
from the teacher to the students.
Representing to Learn: This strategy gives students another means of remembering the content in the
long run. By having students talk about what they learned they are retaining the information better.
Collaborative Activity: The students will collaborate together throughout this lesson and help each other
learn the material. This will help the students be better independent learners.
Classroom Workshop: Just like collaborative activities this strategy gives the students the ability to be
more independent and in control of their learning.

REFLECTION
The activities that I planned for the stations in this lesson plan I believe were very effective. There were
some students that had to be reminded to work in class and would do so but then would stop when a teacher
wasnt looking. Those students probably didnt gain much knowledge from the activities as the other
students. One activity had higher level questions because of the word problems. The Math Card War activity
was great because not only was it fun but it was educational. On day two during the Triple Play activity
students were engaged and having fun. Its always great to be able to include fun educational activities into
lesson and I believe this lesson did it. One alteration that we did during the stations was have half of the
students move seats rather than moving around the materials. This made the transition easier and faster in
order to allow students more work time. One thing I would change about the lesson is having the rules and
expectations of the Triple Play visible for students during the whole activity. I believe that would have
helped the students especially since it was a new activity for them.

College of Saint Mary

Lesson Plan Format with Lesson Reflection

LESSON/ACTIVITY INFORMATION
Title: Percent Problems: Percent Equation
Your name:
Mayra Roman

Age or Grade Level:

7th Grade

Integrated
Disciplines/Subjects:
Math 7

Time frame for Lesson:

2 class periods

STANDARDS, OBJECTIVES, ASSESSMENTS & MATERIALS

Nebraska State Standards; Nebraska Early Learning Guidelines, Nebraska Fine Arts Standards and
ISTE Standards (as appropriate for the lesson):

MAS 07.1.3.c: Solve problems involving percent of numbers (e.g., percent of, % increase, %
decrease).
Objectives:
1. The students will demonstrate analysis of percents by deducing and using knowledge of percents to
effectively answer problems that involve percent of numbers.
2. The students will demonstrate application of the percent equation by accurately answering percent
problems during a Plickers activity.
Assessment: Aligned with the objectives above:
1. Percent Equation Worksheet (homework)
2. Plickers Activity (correct answers), exit ticket
Materials: paper, pencils, markers boards, markers, erasers, Plicker cards, homework worksheet, cell phone
(only teacher)

LESSON PROCEDURES
Anticipatory Set:
At the beginning of the lesson I will explain or demonstrate to the students how this concept can be used
in real life. This will be used as a way to hook the students and show them how the topic is relevant.

The teacher will involve as many students as possible by using different means of teaching throughout
the lesson. There will be a small lecture, group work, and individual work.
At the beginning of the lesson the teacher will inform the students of the goal/objective of the lesson,
and at the end of class period the teacher will explain to them how they met or still need to work on
meeting the objective.
Input/Modeling/Guided Practice/Check for Understanding:
Teacher will do:
Day 1: Go over/ review NeSA warm up with
students.
Introduce the lesson by stating the objective and the
new topic (Percent Proportion). Hand out notes
template and ask students to write their name on it.
Introduce the concept of the Percent Proportion.

Student will do:

Day 1: Students will come into class and begin their
warm up. They will also use this time to read the
agenda for today and write the homework in their
planners.
The students will participate in going over the warmup. All the students should be listening while the

Have students follow along with the notes that are

on the smart board file.
It is important that during the lecture the teacher
allows the students some time to move and get up
from their seat. This is great so that students have a
few minutes of moving.
Ask students questions along the way and let
students ask questions.
Questions teacher could ask:
Does anyone know what a proportion is?
Why is the percent always over 100?
When might you use the percent proportion outside
of school?
Also, relate the concept to real life examples. For
example, explain that this is helpful for calculating
sale prices at a store, or when you are making big
purchases like a car or house.
During notes complete example problems by the
teacher first solving and explaining, then doing it as
a class, and finally the students doing it on their
own. (I do, we do, you do)
Last 5 minutes of class: wrap up the day by asking
students to clean up and then assigning and
explaining homework.
Day 2: Go over/ review NeSA warm up with
students.
Introduce the lesson by stating the objective.
After the warm up the teacher should get ready to
introduce the lesson activity for the day.
The teacher should introduce the Plickers activity by
stating the rules and instructions of the activity.
During this time the teacher should also state the
expectations that need to be carried out during the
activity.
The teachers job during the activity is to read each
question out loud and state any important additional
information about a question. Also, the teacher
should walk around the room and monitor the
student's progress and help those that are struggling.
The teacher should discuss problems as a class if it
seems like the majority of the class struggled with
the question. Finally, the teacher needs to scan the
students answers as they hold their Plickers card up
with her phone.
The last 5 minutes of the class period should be used
by the teacher to wrap up the lesson and make any
announcements.

class goes over the warm up answers together.

Next, the students quietly get prepared to begin
taking notes.
During the time the teacher is lecturing the students
should be listening and writing down notes.
When the teacher asks for student participation, then
the students should all be ready to participate.
During the lecture students should also be asking
questions if they do not understand something.
Possible questions they could ask:
How do we know which numbers to substitute in the
proportion?
Is it better to simplify first?
When is it better to use the first method versus the
second method of the proportion?
After notes are completed, students should quietly get
ready for the Rally Coach activity.
They should listen to the instruction and ask
questions if they need anything clarified.
The last 5 minutes of class should be used by the
students to put away their notes and homework
assignment in their math binder and to pack up.
Day 2: Students will come into class and begin their
warm up. They will also use this time to read the
agenda for today and write the homework in their
planners.
The students will participate in going over the warmup. All the students should be listening while the
class goes over the warm up answers together.
The students should listen to the instructions and
expectations for the Plickers activity. During this time
they should ask any questions they might have over
the activity.
During the activity the students should be working
independently and as a group when required.
Students should always be on task. If students need
help they should ask their peers first and then ask a
teacher. The students are required to show their work
on their paper. It is also important that the students
discuss their answers as a group and use the
appropriate math vocabulary when doing so. Students
should also use this time to ask questions they might
still have about the concept.
The last 5 minutes of class should be used by the
students to pack up and listen to the end of class
announcements.

Closure:
As a closure activity we will have the students write down one thing they learned today and one question

they have about today in a sticky note and have them stick it to the whiteboard on their way out.
Differentiation:
Higher Ability Learners: The teacher will prepare higher-level problems for the students who are quick
learners. Or, the teacher will have these students help the other students who are still struggling.

Lower Ability Learners: The teacher will work individually with these students in order to provide them
more help, or the teacher will have the students that are ahead help those that need extra help.
Students on IEP: The teacher will make sure to give students on an IEP the accommodation or
modifications they are allowed. This could be extra time to complete assignments or tests, or by
providing them with a calculator.
References:
Cooperating Teacher
Online teacher websites
McDougal Littell: Math Course 2 (textbook)

LESSON ANALYSIS
Review all of the previous sections of your lesson plan and
complete item in the following section prior to teaching your lesson.
Content Knowledge:
This lesson covers the standard that requires students to know how to solve percent problems. In this
lesson students learn about the percent equation and are required to apply their learning during a
Plickers activity.
Teaching Methods/Strategies:
Gradual Release of Responsibility: This strategy helps to shift the responsibility of student learning from
the teacher to the students.
Representing to Learn: This strategy gives students another means of remembering the content in the
long run. By having students talk about what they learned they are retaining the information better.
Collaborative Activity: The students will collaborate together throughout this lesson and help each other
learn the material. This will help the students be better independent learners.
Classroom Workshop: Just like collaborative activities this strategy gives the students the ability to be
more independent and in control of their learning.

REFLECTION
This lesson is probably my favorite one from the unit because we were able to do a Plickers activity that I
thought was very fun. The Plickers activity was done in groups instead of individually because this would
have been the first time most students ever used Plickers. In the future I would like to use this activity and be
able to have Plicker cards for each student. The lecture part of the lesson went well. I believe this was
because I did a lot of preparing for the lesson, so I really thought about everything I was going to say. The
Plickers activity was altered two times before we found the best way to get it to work. At first we were
having students answer the questions independently and then decide on the answer as a group. However, we
noticed some students were doing all the work in their group. So, we changed it so that each student was
responsible for a specific step, and then we had students rotating steps so that all students did every step.
Finally, we did everything from the second time but solved the first problem as a class as review to review.
At the end I believe my cooperating teacher and I found the best way to carry out the activity.

College of Saint Mary

Lesson Plan Format with Lesson Reflection
LESSON/ACTIVITY INFORMATION
Title: Percent Problems: Percent of Change
Your name:
Mayra Roman

Age or Grade Level:

7th Grade

Integrated
Disciplines/Subjects:
Math 7

Time frame for Lesson:

2 class periods

STANDARDS, OBJECTIVES, ASSESSMENTS & MATERIALS

Nebraska State Standards; Nebraska Early Learning Guidelines, Nebraska Fine Arts Standards and
ISTE Standards (as appropriate for the lesson):

MA S 07.1.3.c : Solve problems involving percent of numbers (e.g., percent of, % increase, %
decrease).
Objectives:
1. The students will demonstrate analysis of percents by deducing and using knowledge of percents to
effectively answer problems that involve percent of numbers.
2. The students will show synthesis of percent of change by creating an advertisement (project) with a
worksheet and answer sheet that demonstrates their knowledge of percent of change by obtaining a
grade of 80% or better on the project.
Assessment: Aligned with the objective above:
1. Textbook Homework - pg. 482 #1-9 odds, Exit Ticket
2.

Percent of Change Project

Materials:
paper, pencil, warm up sheets, exit tickets, colors, scissors, tape

LESSON PROCEDURES
Anticipatory Set:
At the beginning of the lesson I will explain or demonstrate to the students how this concept can be used
in real life. This will be used as a way to hook the students and show them how the topic is relevant.

The teacher will involve as many students as possible by using different means of teaching throughout
the lesson. There will be a small lecture, group work, and individual work.
At the beginning of the lesson the teacher will inform the students of the goal/objective of the lesson,
and at the end of class period the teacher will explain to them how they met or still need to work on
meeting the objective.
Input/Modeling/Guided Practice/Check for Understanding:
Teacher will do:

Student will do:

Day 1: Go over/ review NeSA warm up with

students.
Introduce the lesson by stating the objective and
the new topic (Percent of Change). Hand out notes
template and ask students to write their name on it.
Introduce the concept of Percent of Change and
Percent of Increase and Decrease. Have students
follow along with the notes that are on the smart
board file.
It is important that during the lecture the teacher
allows the students some time to move and get up
from their seat. This is great so that students have a
few minutes of moving.
Ask students questions along the way and let
students ask questions.
Questions teacher could ask:
When will finding percent of change be necessary
in life?
Is it possible for percent of change to be negative?
Why is it not possible for percent of change to be
negative?
Also, relate the concept to real life examples. For
example, explain that this might be helpful when
you shop for anything and want to compare prices.
During notes complete example problems by the
teacher first solving and explaining, then doing it
as a class, and finally the students doing it on their
own. (I do, we do, you do)
Last 5 minutes of class: wrap up the day by asking
students to clean up and then assigning and
explaining homework.
Day 2: Go over/ review NeSA warm up with
students.
Introduce the lesson by stating the objective and
what the class period will be spent on doing.
The teacher should explain to the student what the
Percent Project is.
During this time the teacher should explain the
instructions, expectations, and rubric for the
project.
The teacher should also share with the class an
example of what the project should look like.
The students will be allowed to move seats and
work next to friends if they would like.
Students will be warned that as a class they have to
be working and have to keep the voice level down.
If the students are not following the expectations
they will have to work quietly in their assigned
seats for the rest of the period.
The last 5 minutes of class the teacher should

Day 1: Students will come into class and begin their

warm up. They will also use this time to read the
agenda for today and write the homework in their
planners.
The students will participate in going over the warmup. All the students should be listening while the class
goes over the warm up answers together.
When it is time to transition into the lecture students
should do so quietly and quickly.
While the teacher is lecturing and going over notes
students should be listening and writing down notes.
It is important that students are active listeners and
participants.
When the teacher asks for student participation, then
the students should all be ready to participate.
During the lecture students should also be asking
questions if they do not understand something.
Possible questions they could ask:
Does it matter if we subtract the original price first or
not?
Why should the difference in the percent of change
always be positive?
During the I do, We do, You Do part of the notes it is
important that students listen and participate when they
are asked to.
When lecture is over students should put their notes
somewhere where they can find them easily.
The last 5 minutes of class the students should be used
to wrap up the activity and listen to the final class
announcements. During this time the students should
put away their homework worksheet in their math
binder.
Day 2: Students will come into class and begin their
warm up. They will also use this time to read the
agenda for today and write the homework in their
planners.
The students will participate in going over the warmup. All the students should be listening while the class
goes over the warm up answers together.
After warm up the students should get ready to start the
activity.
While the teacher is explaining the project the students
should only be listening. After the teacher is done
explaining the students should ask any questions they
might have about the project.
During the time the students are working on the project
in class they should be productive.
Students should not become distracted by their peers to
the point where they are not working on the

explain that what is not finished will have to be

turned in as homework.

assignment.
What students dont finish in class will be assigned as
homework that will be due the next day.
The last 5 minutes should be used by the students to
clean up and to listen to the end of class
announcements.

Closure:
For the closure activity we will have the students show us how they feel about the following three questions
with either a thumbs up/thumbs down/side thumb: Did you learn something new today? Did you understood
what you learned today? Do you believe you need additional practice or help on todays lesson?
Differentiation:
Higher Ability Learners: The teacher will prepare higher-level problems for the students who are quick
learners. Or, the teacher will have these students help the other students who are still struggling.

Lower Ability Learners: The teacher will work individually with these students in order to provide them
more help, or the teacher will have the students that are ahead help those that need extra help.
Students on IEP: The teacher will make sure to give students on an IEP the accommodation or
modifications they are allowed. This could be extra time to complete assignments or tests, or by
providing them with a calculator.
References:
Cooperating Teacher
Online teacher websites
McDougal Littell: Math Course 2 (textbook)

LESSON ANALYSIS
Review all of the previous sections of your lesson plan and
complete item in the following section prior to teaching your lesson.
Content Knowledge:
This lesson covers the required standard of solving percent problems by introducing how to solve for
percent of change. This lesson allows the students practice in finding percent of change in order for
students to master the concept while completing a percent of change project.
Teaching Methods/Strategies:
Gradual Release of Responsibility: This strategy helps to shift the responsibility of student learning
from the teacher to the students.
Representing to Learn: This strategy gives students another means of remembering the content in the
long run. By having students talk about what they learned they are retaining the information better.
Collaborative Activity: The students will collaborate together throughout this lesson and help each other
learn the material. This will help the students be better independent learners.
Classroom Workshop: Just like collaborative activities this strategy gives the students the ability to be
more independent and in control of their learning.

REFLECTION
I believe that the lecture part of this lesson went very well. I was able to cover the two things Ive been

working on which is asking more questions and connecting the concepts to things the students are familiar
with. I believe I asked good questions that required critical thinking from the students. I was also glad that
students were able to come up with a lot of examples of how they could use percent of change outside of
school. During the work day where students were working on their project the majority of the students were
on task. I think I did a great job at explaining the project and showing an example of what it should look like.
One thing we had to change about the lesson was the day the project was due. We gave the students two more
days to complete it.

Section 5 Instructional Decision-Making

Percent, Decimal, and Fraction Conversion:
Day one of this lesson focused on converting between percents and fractions. On this day I
lectured and the students took notes. Based on information I received from my cooperating
teacher the best way to have middle school students take notes is by creating a notes template for
them where they would have to fill in blanks. This is the most effective way because it makes it
easier for students to follow along if they arent writing everything down, but they still have the
responsibility of writing certain things down. On this day the only alteration that was made was
the time students were given to work on the Rally Coach activity. Since, the notes took longer
than expected students were only given about ten minutes to work on the activity. This activity
was used to assess how well the students grasped the concept after taking notes. The way my
cooperating teacher and I monitor this is by walking around and seeing the students work. Other
than the notes template another way in which we differentiated this day was by the way we
partnered students up for the activity. Without the student's knowledge they are seated at tables
based on if they are high ability or low ability learners. The tables are in heterogeneous groups,
so there are two high ability and two low ability learners at each table. When we do a Rally
Coach worksheet students pair up with their shoulder partner, making a heterogeneous
partnership. The reason we do this is so the high ability learners are challenged by helping the
low ability learners and so the low ability learners can learn from their peer in a different way
than the teacher might have explained it.
On day two of this lesson students worked in stations. The two stations being Showdown and
Sage & Scribe. The Showdown station was more challenging because of the story problems,
while the Sage & Scribe had simpler problems so that students had more practice. On this day we
differentiated by having heterogeneous groups and partnerships. The students doing Showdown
were working as a table team. They would first solve the problem on their own and then discuss
it as a group. The students at the Sage & Scribe station were in groups of two where one student
told the other what to write while the other wrote. The goal of splitting up students into
heterogeneous groups and partnerships was to challenge the higher ability learners by having
them help the lower ability learners. The way in which we differentiate for the special education
students is by allowing them to use the calculator, but still requiring them to show their work.
For this concept we want to know that students can set up a problem and solve it more than if
they can divide, because we understand that small mistakes can lead to a completely wrong
answer when dividing by hand.

 Comparing and Ordering Percents, Decimals, and Fractions:

On day one of this lesson students worked in stations. The two stations were Math Card War and
Showdown. Since we are really focused on reviewing for NeSA we take our time to go over the
NeSA review warm-ups at the beginning of class. This doesnt allow us as much time as we
would like to do stations in class. The first period we taught this lesson students were only able
to spend about eight minutes at each station. So, for the next two periods we decided to have me
just review the warm-up without having student volunteers because that seemed to take longer.
Also, instead of going around and checking homework my cooperating teacher collected it so
that I had even more time to explain and allow students to work on the stations. This seemed to
make the process go along more smoother and it also allowed the teachers in the room more time
to work closely with students. The Math Card War game was something new for the students but
they really seemed to enjoy it. Just like in the previous activity this lesson was differentiated so
that students of different levels of ability were working together. The great thing about the way
students are seated is that they are always working in heterogeneous groups or in a
heterogeneous partnership. I like that the school that Im at is a huge believer in cooperative
learning so it provides their teachers all the resources they need to implement this in their
classroom. For instance, my cooperating teacher has a computer program called Kagan that helps
with Kagan structures which are cooperative learning structures. For this lesson we used the
Kagan programs timer to project on the smart board so that students knew how long they had at
each station.
Percent Problems: Percent Equation
On day one of this lesson students took notes for part of the day while I lectured and introduced
the percent equation. This was a very short lecture in the sense that students were only
introduced to the formula and then given pointers of how to know where to substitute
information. Before planning this lesson I thought about how previous lecture days have turned
out, so I based the planning for this lesson based on previous experiences. In previous lessons
where I lectured I always had an activity planned for the students to do as groups or as partners,
but we never really got to it because notes took longer than expected. Since I know doing some
practice problems is important after the lecture I still planned for that. However, this time I
planned to work on practice problems with the students as a class. By doing this students were
able to see more similar examples so that they had more practice before they went home and got
their homework done.
On day two of the lesson the students participated in a Plickers activity. This activity was fun
because students really enjoyed the fact that their answers were scanned. As a teacher I like this
activity because it provides a good assessment of what the students understand. Since students
cannot see what others are answering they are actually holding up the answers they believe are
true. During the lesson we did have to make some adjustments to the activity. At the beginning
we used the Showdown Kagan cooperative structure, but after teaching first period we realized
we had to make some adjustments to the structure. Showdown involves groups of students
working together but since the activity was a whole class activity we needed it to move along
faster but the group discussions were taking too long and students were getting off task. My
cooperating teacher and I decided to switch to the Rally Coach Kagan structure instead so that
students were working with partners. This allowed the activity to move along faster and for us to
get through more questions. As for differentiation, students were split up into heterogeneous

groups and partnerships. My cooperating teacher and I like having low ability students work with
high ability students because this gives all students one-on-one help instead of no help since the
teachers cant get to all students all the time.
Percent Problems: Percent of Change
On day one of this lesson students took notes while I lectured about percent of change and
percent of increase and decrease. There werent many adjustments made to this lesson since it
was mostly a lecture day. One thing that I did do differently during the different periods was
change the questions I made or change how I would word them. This unit on percentages is
really long and students learn about a lot of different type of percent problems, so its important
that they know how to differentiate between which type of percent problem they are solving. In
order to help students I would ask them questions that required students to know what clues to
look for in order to know what type of percent problem they are solving. In order to differentiate
during the lecture I had students doing different things for the different type of learners. For
instance, we solved problems on the board together and we had students solve problems
independently. We also had students discuss their answers in groups for specific problems or we
would have them answer problems with their shoulder partners on other questions.
On day two of this lesson the students worked on their percent of change project. At the
beginning of the period I explained the project to the students and how they would be graded
based on the rubric, and I also showed them an example and gave them ideas of how they could
start their project. I enjoy arts and crafts so I am glad that I was able to incorporate that into
mathematics. Its also a great way to pique students interest in math by making them create
something fun. A lot of students enjoyed the project and said they had enjoyed getting it done.
The project was also used to reach visual learners because it incorporated art and real life
examples. Nothing was really changed for this lesson since it was mostly a work day for the
students. The only thing that was changed was the due date of the project. Since the majority of
students were working hard in class we decided to give them two extra days and also because we
realized the students were going to need more time to complete it.

Section 6 Analysis of Student Learning

Learning Goal #1 and Learning Goal #2: Percent Mastery Check #1

Percent Mastery Check #1

12
10
8
6
4
2
0

70% - 79%

80% - 89%

90% - 100%

Percent of Questions Correct

This percent unit is the longest unit for seventh grade math. For this reason we had to give the
students three quizzes before giving out the final assessment. The first quiz covered converting,
comparing, and ordering between percents, decimals, and fractions. The quiz consisted of
fourteen questions ten level one questions, two level two questions and two level three
questions. If students mastered the level one questions by getting them all right then they
received a 10 out of 10. The level two and three questions didnt count against them but they did
add points to their grade if they had any questions wrong from level one. The reason the quiz is
split into levels is because one of my cooperating teachers teaching goals is to always challenge
students. I agree with her belief which is why we are continuing to do that now. At the school we
are supposed to teach to mastery. This means that we are supposed to allow students to correct
mistakes on quizzes until they have a grade of at least 80% or more. This is why the above graph
shows that all students in the class received a grade of 80% or more on the quiz. Out of the
twenty-two students thirteen achieved learning objective one and two by receiving an 80% on
their quiz the first time. Nine students received a grade between 50% and 79% the first time, but
they were allowed to complete retakes in order to master the objectives with an 80% or higher
on the quiz.
Mastery Check = Quiz

Learning Goal #3: Percent Mastery Check #2 and Percent Mastery Check #3
Percent Mastery Check #2
8
6
4
2
0

70% - 79%

80% - 89%

90% - 100%

Percent of Questions Correct

Percent Mastery Check #3

14
12
10
8
6
4
2
0

70% - 79%

80% - 89%

90% - 100%

Percent of Questions Correct

The second and third percent quizzes covered the third learning objective. Since this objective
covers all types of percent problems it had to be split into two different quizzes. Percent quiz
number two covered the percent proportion and percent equation. This quiz consisted of ten
questions seven level one questions, two level two questions and one level three question. If

students mastered the level one and level two questions by getting them all right then they
received a 10 out of 10 on the quiz. The level three question didnt count against them but it did
add points to their grade if they had any questions wrong from level one or two. The above graph
shows that all students in the class received a grade of 80% or more on the quiz on their first try.
Out of the twenty-two students fifteen mastered the quiz the first time and achieved the learning
objective by receiving an 80% on their quiz the first time. Five students received a grade
between 50% and 79% the first time, but they were allowed to complete retakes in order to
master the objective with an 80% or higher on the quiz.
Percent quiz number three covered percent of change, discounts, markups, sales tax, and tips.
This quiz consisted of ten questions six level one questions, two level two questions, and two
level three questions. If students mastered the level one and level two questions by getting them
all right then they received a 20 out of 20 on the quiz. The level three questions didnt count
against them but they did add points to their grade if they had any questions wrong from level
one and two. The above graph shows that all students in the class received a grade of 80% or
more on the quiz on their first try. Out of the twenty-two students sixteen mastered the quiz the
first time and achieved the learning objective by receiving an 80% on their quiz the first time.
Five students received a grade between 50% and 79% the first time, but they were allowed to
complete retakes in order to master the objective with an 80% or higher on the quiz.

Unit Course Assessment

Percent Unit Pre-Test Compared to Final Test
20
15
10
5
0

0% - 19%

20% - 39%

40% - 59%

Unit Pre-Test

60% - 79%

80% - 100%

Unit Test

The above graph shows the big improvement all students made at the end of the unit. As
expected students didnt do so well on the pre-test. The pre-test was used to measure student
learning after the unit, and to know what areas to focus on more when teaching and planning for
the unit. The final unit test consisted of twenty questions, four of which were not graded because
we did not cover that material since it is not covered in the NeSA math test. Unlike the above
graphs that show results after students took retakes this graph shows the results of the grade
students received on the first try. The overall results of the final unit test are great because
seventeen students in the class received an 80% or higher, while only three didnt pass the first
time. This shows how well the majority of the students met the three learning objectives of the
unit. I believe these results show how well my cooperating teacher and I worked at helping
students master the concepts throughout the whole unit. Also, although all students didnt meet

the objectives the first time its great that they still mastered them at the end because of the
schools policy and belief of teaching until mastery.

Section 7 Reflection and Self-Evaluation

Interpretation of Student Learning

Overall, the students have demonstrated that they have mostly mastered the
percents unit. Only three students in the class did not master the unit with at least an
80%. Students used the tools and resources made available to them throughout the unit,
which greatly aided in their learning. Based on the final unit test results and how
students mastered the five different concepts in the unit I can conclude that students
struggled the most with simplifying and converting fractions, ordering percents,
decimals, and fractions, and deciding which formula to use for the different percent
problems.
Students seemed to struggle with simplifying fractions because they didnt read
directions. Most students missed points on that because they didnt completely read all
the directions. Others struggled because they werent familiar with the rules of
simplifying even numbers or numbers ending in 5 and 10. The reason students
struggled with converting fractions into decimals and percents was because they were
taught two ways to do it, and most students seemed to be combining both strategies.
Combining both strategies didnt lead them to the correct answer.
Ordering percents, decimals, and fractions was a big struggle for students
because it requires many steps which makes it easier for students to make small
mistakes. Also, some students didnt know or understand that whole numbers still
needed to be converted into percents. The students that struggled with the percent
problems confused the formulas they needed to use. Students were introduced to three
formulas or equations this unit, so some confused them when answering questions in
the test. Overall, the majority of the students did great on the unit test and mastered the
majority if not all the unit.

Insights on the Effectiveness of the Units Lessons and Assessments

The quizzes that were created for this unit were definitely effective. They
provided students of all different abilities a challenge. All three quizzes had three
different level of questions that ranged from easy to hard. Students that completed all
questions in level one correct showed mastery. All students attempted the challenging
questions and demonstrated some level of understanding, so they received partial
points for questions they attempted.
The cooperative learning strategies used in this unit were very effective when
students followed the structures. Having middle school students work with each other
can be difficult sometimes. However, when they met the expectations for the
cooperative structure they learned a lot. In order for an educational strategy to be
successful both the students and teacher must work hard at it for a long period of time.
After students used the Kagan cooperative structure of Showdown, Rally Coach, and
Sage and Scribe students gained more knowledge and did better on assessments.
One activity that was unsuccessful was a Rally Coach worksheet on percent
conversion. The issue was that the worksheet was not created well because it did not
cover everything students needed more practice in. Students were supposed to practice

converting between percents and fractions but the worksheet only covered converting
from fractions to percents and did not include converting from percents to fractions. My
cooperating teacher and I noticed this mistake after one class period so we added the
necessary questions to the worksheet for the following classes.
An activity that I would now include into this unit that we didnt cover was
practice in deciding which formula to use with the different percent problems. This unit
covered a lot of information and different percent formulas and type of percent
problems. Teaching students how to determine what formula to use for a problem
would have been very useful. This lesson could be short but very helpful in the long run
for students.

Implications for Future Teaching

In the future, I hope to be more flexible and open to adding lessons or activities
that will benefit student learning. In this unit I worked a lot on mastering cooperative
structures with the students, which I believe was effective, however in the future I would
like to add more independent activities into a unit. In this unit students were mostly
required to work in groups or pairs but I believe students should have also been
required to complete more independent work. This would make monitoring individual
progress easier and more successful.
Another thing that I would do differently in the future is change the way I provide
students with direct instruction. At the beginning of this unit I had some students that
were not focused on listening and taking notes because they would be spacing off. As
time went on I learned of ways to engage students during direct instruction. For
instance, by having students participate more in conversation, problem solving, or by
having them do activities like Hand-Pair-Share during practice problems. For the
future, I need to make more plans on how to engage students during direct instruction.
From this unit I have also learned how important it is to collaborate with other
teachers. In the future I wont be working as closely with another teacher as I am now as
a student teacher but I still plan on asking for advice from other teachers on what works
or doesnt work. I have also learned how effective pre-tests can be. They give teachers a
lot of information about a class and individual students. It can help you plan for a unit
and also plan for how to challenge students who will need it.

Implications for Professional Development

A professional learning goal I have for myself is differentiating more in the
classroom when it comes to challenging students. My cooperating teacher has given me
a lot of insight on how to challenge students. Now, I just need to apply this more on my
own. When we did this in the classroom it was always because my teacher brought it up.
So, I need to work on being more flexible in order to add more challenging work for
students during a unit. I will work on this by using pre-tests to decide what students
need a challenge or where the whole class might need a challenge. Another thing I could
do is plan for this before the pre-test so that I already have some ideas.
Another professional learning goal I have for myself is making an outline in
advance of a whole unit. Its important to plan for a weeks lesson at least a week in
advance, however having an outline for the whole unit will approximately tell you when
the unit will end and the next one will begin. Its important to have a timeline for a unit
in order to allow yourself enough time to cover as much of the curriculum as possible in
the whole school year. This goal is important because from this unit I learned how

important it is to know an approximate date for when a unit will be over. This unit is
one of the longest in seventh grade math, so when I began planning for it I didnt realize
how long it would take. I didnt give myself a timeline so it probably took longer than
necessary, which is why this is something I want to work on.